IEP For ADHD: What You Need To Know

Medically reviewed by April Justice
Updated March 15, 2024by BetterHelp Editorial Team

The individualized education plan or program (IEP) is a tool that can help ensure that individuals with ADHD have the support they need to succeed.

Attention-deficit/hyperactivity disorder (ADHD) (formerly called attention deficit disorder) is a neurological disorder that typically shows up in childhood and often persists through adolescence and adulthood. ADHD is identified by hyperactivity, difficulty focusing or staying on task, trouble staying still for extended periods, and impulsivity. Symptoms can manifest differently depending on the individual, but they are frequently disruptive to a child's education. Consequently, ADHD often qualifies children for special resources and educational assistance as they attend school. 

Below, we’re going to cover the ins and outs of the primary method of providing accommodations to children with ADHD, the IEP, as well as other options such as 504 accommodations for ADHD.

A young girl living with ADHD plays with wooden toys on her bed.

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What is an IEP?

An individualized education program (IEP) is a document laying out accommodations and expectations regarding a child’s schooling after caretakers, educators, and others have determined special education is necessary.

According to the US Department of Education, special education is “specially designed instruction … to meet the unique needs of a child with a disability.” Because this definition of special education is broad, there are numerous accommodations that may be included within it. Services will typically be tailored to each individual student—which is where the individualized education plan comes in. 

How did the Individuals with Disabilities Education Act (IDEA) help create the IEP?

Individualized education plans came about as a result of the Individuals with Disabilities Education Act (IDEA), the law governing special education services that guarantees children with a disability the right to certain accommodations. Children with ADHD are often deemed to have one of a few of the qualifying disabilities under the IDEA under the “other health impaired” category. The exact disability a child qualifies for, along with the accommodations that will be provided, depend on a determination made by a team of people, which we’ll discuss below.  

There are several accommodations that may be covered under IDEA, including altered learning environments, time extensions for exams, and customized lesson plans and assignments. Children with ADHD often exhibit symptoms that require specific arrangements. 

For example, some children with ADHD can be distracted by background noise, such as fans or buzzing computers, and may need the teacher to place them in a quieter area of the room. Others may have difficulty focusing on a single task for too long and might require lesson plans to be broken up into more manageable chunks of time. Some children with ADHD might benefit from additional sensory input and could be given special permission to use a fidget toy or other tool to keep their focus on schoolwork.

How IEP determinations are made

An IEP is legally required before a student can participate in special education. The provision of accommodations through an IEP is typically decided via a meeting with a team of people from the school district, which can include the child’s teacher and teaching assistants, school counselors, a special education teacher, the child’s parent or guardian, an administrator, and possibly the child as well. You may also have the option of bringing other people with you, such as an outside therapist, primary care provider, or family who is familiar with the child's unique needs. It is during this meeting that the team develops an IEP. 

Ordinarily, a child’s IEP meeting is one step in a multi-step process that includes an evaluation from the school and a referral that you’ve made on the child’s behalf. During an IEP meeting, the team will examine the information regarding the child’s disability and how it will be addressed. This can include their school performance, what the annual goals of the IEP are, which services will be provided, and how the child’s progress will be evaluated, among other items. If the IEP team comes to an agreement on the terms of the child’s IEP, the plan will be written. 

Who gets a copy of the child's plan for ADHD management?

Caregivers and educators alike are usually given copies of a child's IEP. That way, both can keep careful track of a student's progress, and any concerns regarding the IEP can be brought up and altered throughout the year. IEPs can be revised as often as necessary to ensure modifications change to reflect changes in the child’s needs. Sometimes, goals are too difficult or have already been met, and new ones need to be created; other times, different accommodations may need to be provided. An IEP meeting may be requested at any time, even though IEPs are not required to be altered until 1-3 years after they have been set.

What do IEP meetings look like?

IEP meetings for children with ADHD are typically set shortly after a diagnosis has been made. If a child already has a diagnosis in place prior to a semester, they may occur at the beginning of the school year. If a child receives a diagnosis mid-semester, or a teacher notices continuing difficulty in class, a meeting could be set at that point. There aren't any restrictions for IEP meetings in terms of timing during a semester, though they will usually not be called during summer holidays unless a child is already enrolled in summer school or a similar program.

IEP meetings vary in terms of time and complexity, often based on the team that is present. If participants are prepared ahead of time, and everyone agrees on a child's plan, an IEP meeting could be a 15-minute endeavor. If goals or accommodations are decided on during the meeting, or a child’s caregivers and educators are not in agreement regarding specifics, IEP meetings can last much longer and may even have to be spread out over several sessions.

What to bring to a child's IEP meeting

IEP meetings can be complicated, particularly if you aren't sure what to have with you. Bringing medical and education records is a good start. If the child is participating in therapy or another form of mental health care, notes regarding treatment may also be useful so that you, the mental health professional, and the educators can create a seamless, integrated treatment plan.

Having someone from your support system with you can also be a good idea; you can typically bring your significant other, another caregiver, a family friend, a therapist, or another advocate to support you and help you create an ideal education plan for the child. 

You’ll also likely want to have a good idea of the accommodations you’re seeking for the child. To that end, information about any special systems you have in place at home can be useful in an IEP meeting. Some children benefit from strict schedules at home, for instance, or consistent routines and reward systems. Although teachers may not be able to implement them in the same way, being aware of effective strategies for a child with ADHD can help teachers develop similar techniques in the classroom.

The advantages of IEPs and special education services for children with ADHD

An IEP can provide a safe place for a child with ADHD to learn and grow while in school. ADHD is a complicated condition that can affect each person in a different way, so creating a specialized plan is often crucial when planning for a child’s success. Involving a team of people in the care and development of a child can help them excel. It can also provide several different perspectives on the child’s education. An educator's perspective of ADHD, for instance, may differ from a pediatrician's point of view, as they could see different aspects of the condition.

As a child’s guardian or caretaker, you are often their best advocate. If you feel the accommodations offered are not adequate, you have the right to request changes. If you find that teachers are reluctant or unwilling to comply with the terms of the IEP, you usually have the right to demand that those terms be implemented. 

Potential downsides of IEPs

Implementing a successful education plan can be difficult if a child has not previously had an IEP, or their team is not familiar with ADHD and its unique challenges. Understand that IEPs, though they can be powerful tools for a child’s overall education, do not guarantee success, and a child with ADHD might need more outside support than an IEP can offer. For instance, some schools might have a larger number of children with neurological and learning disorders—and thus have fewer accommodations available—while others might have a smaller number of staff and may not be able to offer frequent one-on-one attention for a child with ADHD. 

Do you have questions about ADHD?

What is a 504 plan?

An IEP is a plan governed by the Individuals with Disabilities Education Act (IDEA) and is for students with learning disabilities that impact the child's ability to learn in the classroom. Children with ADHD may not be eligible for an IEP if the district does not determine that the condition is interfering with their learning. That said, research indicates that as many as 50% of students with ADHD also have a learning disability, so many may qualify for an IEP. 

Children with ADHD who do not qualify for an IEP may be able to get support under a 504 plan, named for Section 504 of the Rehabilitation Act of 1973. This plan offers a broader scope of coverage for various conditions, including ADHD. These specific accommodations can include things like extended test-taking time, preferential seating, or simple instructions for tasks. While the support provided in an IEP may be provided outside of the regular classroom, the accommodations under a 504 plan are typically designed to be provided in a traditional educational setting, allowing students to take advantage of the least-restrictive environment. Students can have both an IEP and a 504 plan, but it is unlikely that one child would need both.

Talk to your school’s special education department for more information on whether your child will need an IEP or 504 plan and the evaluation process to help your child with ADHD reach their full potential. They may have resources to help you understand the process, too, so be sure to read any resources or articles recommended by the school.

How online therapy can help

Because ADHD is highly heritable, a child with ADHD will often have a parent who also has the disorder. If you’re an adult seeking to manage symptoms of ADHD, know that help is available. Studies show that online therapy can be a useful method of treatment for people living with ADHD. In a meta-analysis of six studies, researchers found that online interventions could increase focus and enhance outcomes in social situations. The analysis specifically mentions the convenience of online therapy, which can help those who may not otherwise have treatment connect with a therapist.

If you’re working through complicated emotions related to ADHD, raising a child with ADHD, or similar concerns, a licensed online therapist, such as those found at BetterHelp, can provide you with support. With BetterHelp, you can connect with a mental health professional remotely, through video call, voice call, or in-app messaging. To get started, you’ll fill out a questionnaire that will help BetterHelp match you with a therapist who fits your preferences and can address your specific areas of concern. 

Takeaway

The incidence of ADHD has increased in recent years, which means there may be an increasing number of children who require additional help achieving their goals in elementary, middle, high school and beyond. An IEP can provide support to a child living with symptoms of ADHD. If you are experiencing challenging emotions related to ADHD, parenting, or similar mental health-related concerns, an online therapy platform can connect you with useful resources and insightful advice. With the right help, you can address life’s challenges and thrive.
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